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    Class 8 Civilising The Native

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    DaRk DeLuXe
    The document summarizes the measures taken by the British to improve vernacular education in India, including appointing government pandits to oversee schools, instructing teachers to follow timetables and submit reports, and introducing textbooks and annual exams. It also discusses why the British thought European education was important for civilizing Indians according to James Mill and Thomas Macaulay. Finally, it outlines the flexible features of traditional pathshalas, such as varying fees, no fixed buildings or schedules, and classes adjusting for harvest seasons.

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    Class 8 Civilising The Native

    Uploaded by

    DaRk DeLuXe
    490 views4 pages
    The document summarizes the measures taken by the British to improve vernacular education in India, including appointing government pandits to oversee schools, instructing teachers to follow timetables and submit reports, and introducing textbooks and annual exams. It also discusses why the British thought European education was important for civilizing Indians according to James Mill and Thomas Macaulay. Finally, it outlines the flexible features of traditional pathshalas, such as varying fees, no fixed buildings or schedules, and classes adjusting for harvest seasons.

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    class 8 civilising the native

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    The document summarizes the measures taken by the British to improve vernacular education in India, including appointing government pandits to oversee schools, instructing teachers to follow timetables and submit reports, and introducing textbooks and annual exams. It also discusses why the British thought European education was important for civilizing Indians according to James Mill and Thomas Macaulay. Finally, it outlines the flexible features of traditional pathshalas, such as varying fees, no fixed buildings or schedules, and classes adjusting for harvest seasons.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    490 views4 pages

    Class 8 Civilising The Native

    Uploaded by

    DaRk DeLuXe
    The document summarizes the measures taken by the British to improve vernacular education in India, including appointing government pandits to oversee schools, instructing teachers to follow timetables and submit reports, and introducing textbooks and annual exams. It also discusses why the British thought European education was important for civilizing Indians according to James Mill and Thomas Macaulay. Finally, it outlines the flexible features of traditional pathshalas, such as varying fees, no fixed buildings or schedules, and classes adjusting for harvest seasons.

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    CLASS 8, HISTORY (Part 2), Nov 26

    CHAPTER 7, CIVILISING THE ‘NATIVE’, EDUCATING THE NATION

    5.To improve Vernacular education, what were the measures that the
    British took? 
    There were no rules and regulations in the Indian
    Pathshalas. Several improvements were
    implemented by the British to improve the system of
    vernacular education. They felt this could be done
    by introducing order within the system, imposing
    routines, establishing rules, ensuring regular
    inspections.
    Some of these are listed below
     The British appointed government Pandits, each
    in charge of looking after 4-5 schools. The
    primary responsibility of these Pandits was to
    monitor and enhance the quality of education. 
     The teachers were instructed to hold courses on
    a regular basis in accordance with the timetable
    provided to them and to submit a report as a
    result. 
     The instruction was now primarily from a
    textbook, and a yearly examination was held to
    assess the curriculum.
    6. Why did the British think that European education is important for
    Indians? 
    1.James Mill and Thomas Macaulay saw India as
    an uncivilized country, they believed that
    European education was required to make them
    more civilized.

    2.This would help them to understand the ideas of


    trade and commerce, as well as the importance
    of developing the country.

    3.Introducing Indians to European ways of life


    would result in adding new flavors to their food,
    resulting in a desire for European products
    among them.

    4.They also believed that the moral principles of


    the Europeans would have a major influence on
    the Indians.

    5.Their command of the English language would


    enable them to read the world's greatest literary
    works.

    7.What were the special features of a pathshala?

    In a pathshala the system of education was flexible.

     There were no fixed fee, no printed books, no


    separate school building, no benches or chairs,
    no blackboards, no system of separate classes,
    no attendance registers, no annual
    examinations, and no regular time-table.

     Students were not separated out into different


    classes: all of them sat together in one place.

     The guru interacted separately with groups of


    children with different levels of learning.

     Classes were not held during harvest time when


    rural children worked in the fields.

     The pathshala started once again when the


    crops had been cut and stored. This helped the
    children of peasant families to attend school.

    8.In what sense does Gandhiji and Tagore’s thoughts similar and
    different about western education?

    In many senses Tagore’s and Gandhiji’s thoughts about


    western education were similar. There were several
    differences too.

    Gandhiji was highly critical of western education,


    civilisation and its worship of machines and technology.
    But Tagore wanted to combine elements of modern
    western civilisation with the best within Indian tradition.
    Tagore emphasized on the needs to teach science and
    technology along with art, music and dance.
    ****************************************************************************************************

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